Where are you on your long-range plans, pacing, and content standards?
9/23 I’ve had to slow down a little bit. I am monitoring and adjusting. I have received a few new students. I also have several more special needs students than expected and I really want to give them attention and make sure that they are experiencing success as well. There are two activities that I would normally be doing right not but have not begun them yet.
After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?
9/23 I have begun grading student technique. Technique includes body posture and using correct fingers for each key. Students are aware of the criteria and are allowed to see their scores and what they need to work on. This is an ongoing assessment and students are able to compare their individual score from one rating period to the next. Exit slips are also used to address individual weaknesses that I observe. Exit slips are also used to reinforce what has been learned.
How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?
9/23 The daily warm ups continue to increase in challenge. Non-sense drill lines become sentences and sentences become paragraphs. For advanced students, paragraphs increase in number and length. The warm up drill line for special needs students will not change for them until they have fully completed the lessons that cover the letters used in that drill line.
Where did this week’s learning goals fall within Bloom’s Taxonomy?
9/23 Level I: Remembering and Level 2: Understanding. When exit questions are used, students must explain why they chose the answer and sometimes it becomes a quick discussion.
In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment.
9/23 No formal assessment this week, however, the typing program assesses student speed and accuracy at the end of each lesson. At this point the assessments are still focusing on remembering, recalling and locating keys learned.
Comments ~ Concerns ~ Needs (resources)
9/23
Wouldn't it be just wonderful If I could go on a trip this year, like a Business Ed. conference if it is close?
Teachers in attendance:
9/23The One and Only Epps.
Keyboarding
Place date before each entry under each question.
- Where are you on your long-range plans, pacing, and content standards?
9/23I’ve had to slow down a little bit. I am monitoring and adjusting. I have received a few new students. I also have several more special needs students than expected and I really want to give them attention and make sure that they are experiencing success as well. There are two activities that I would normally be doing right not but have not begun them yet.
- After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?
9/23I have begun grading student technique. Technique includes body posture and using correct fingers for each key. Students are aware of the criteria and are allowed to see their scores and what they need to work on. This is an ongoing assessment and students are able to compare their individual score from one rating period to the next. Exit slips are also used to address individual weaknesses that I observe. Exit slips are also used to reinforce what has been learned.
- How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?
9/23The daily warm ups continue to increase in challenge. Non-sense drill lines become sentences and sentences become paragraphs. For advanced students, paragraphs increase in number and length. The warm up drill line for special needs students will not change for them until they have fully completed the lessons that cover the letters used in that drill line.
- Where did this week’s learning goals fall within Bloom’s Taxonomy?
9/23Level I: Remembering and Level 2: Understanding. When exit questions are used, students must explain why they chose the answer and sometimes it becomes a quick discussion.
- In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment.
9/23No formal assessment this week, however, the typing program assesses student speed and accuracy at the end of each lesson. At this point the assessments are still focusing on remembering, recalling and locating keys learned.
- Comments ~ Concerns ~ Needs (resources)
9/23Wouldn't it be just wonderful If I could go on a trip this year, like a Business Ed. conference if it is close?
Teachers in attendance:
9/23The One and Only Epps.